The aim of the study was from Preschool teachers perspective to describe, analyz and understand how teachers in preschool works with children in special needs in image and drama. I have done eights interviews with Preschool teachers. From a theoretical base, i use the Nilholms perspectives. I have also Antonovsky and Vygotskijs perspectives. The resultat showed that the majority of Preschool teachers have see that image and drama has a great significance over childrens learning in preschool..

The aim of this research is to develop a better understanding of how preschool-teachers respond to children in preschool, when they show that they want to have some influence. I have concentrated this study on how the preschool-teachers respond to the children in the gatherings and when the children are playing freely indoors, where the questions at issue are:How do the preschool-teachers respond to the children?s initiative for participation in the gathering and while playing freely?There have been four preschool-teachers and 14 children who have taken part in this study. The children who took part are in the ages of three to five. The study was done at a section in a preschool in middle Sweden.The method used in this study is unstructured observations.

As background for this study stands the debate and discussion in the society around the tablet as a pedagogical tool in preschool. The purpose of this study is to obtain and analyze 69 Preschool teachers? opinions about the tablet?s introduction and use in preschool. The study also investigates the Preschool teachers? opinions about their mission for multimedia and technology in the preschool curriculum, Lpfö 98, reviderad 2010.

The aim of this study was to capture preschool-teachers thoughts and experience basing on the obligation. Are there any policies and procedures for preschool-teachers to use when suspicion that a child is being abused occur. Are there some factors that may affect preschool-teachers to report to the social service? How does the preschool-teacher find the contact with the Social Service? I conducted four interviews with four preschool-teachers, two of these Preschool teachers are employed at the same municipal preschool and the other two are employed at two other preschools. The interviews were semi-structured and were conducted at each individual?s workplace.

This study is about the preschool environment. Earlier studies show that preschool environment affect children?s development and learning. This study will exemplify the perspective of active Preschool teachers of how they see at preschool play environment. The aim of this study is to bring insight and understanding on how Preschool teachers see upon their play environment and the play that occurs.

In this empirical study I have investigated how Preschool teachers relate to the free play at the preschool. At the same time I have investigated how the free play is adapted into everyday practice in the preschool. Previous research shows that children process what they experienced in the free play. The child retrieves content to play with through things they have experienced, such as family life, preschool and so on. To play, grow and continue, it is important that free play may take place and space in the daily activities at the preschool.

The aim of this research is to develop a better understanding of how preschool-teachers respond to children in preschool, when they show that they want to have some influence. I have concentrated this study on how the preschool-teachers respond to the children in the gatherings and when the children are playing freely indoors, where the questions at issue are:How do the preschool-teachers respond to the children?s initiative for participation in the gathering and while playing freely?There have been four preschool-teachers and 14 children who have taken part in this study. The children who took part are in the ages of three to five. The study was done at a section in a preschool in middle Sweden.The method used in this study is unstructured observations.

The study aims to explore the view Preschool teachers have on conflicts and conflictsrole in preschool context. And what consequences this approach has for conflictbeingness in preschool. The study uses qualitative interview method to answer thepurpose and issues. The results have shown that Preschool teachers' views of conflictsdiffer and that the strategies Preschool teachers use will be selected based on both theirdefinition of the situation but also the relationship they have to the children. The resultalso shows that the main reason that Preschool teachers deal with conflict is due to thePreschool teachers' common sense is the basis for the standard of good atmosphere thatpervades the preschool context.

In the previous curriculum for the preschool Lpfö 98, the educational responsibility was documented belonging to all the team members. On the 1st of July 2011 a new curriculum was introduced to the preschool, Lpfö 98/10, where it is documented that the educational responsibility now belongs to the Preschool teachers. According to curriculum experts at the Swedish school board this educational responsibility is not new, just a clarification of the preschool teacher?s educational responsibility.This study is a qualitative study and the purpose was to interview the Preschool teachers about their thoughts concerning their educational responsibility. The purpose was also to examine if their educational responsibility has affected their role in the team at the preschool and if they believe that this has any significance for their profession.My result of the study shows that the educational responsibility of the Preschool teachers now has been clarified and that they should take a leading role in the team towards the goals that are set for the preschool.

The purpose of this study is to highlight how Preschool teachers reason about their own beliefs about their active participation in the play. The study is a qualitative research method where interviews have been used to talk with four Preschool teachers to obtain their perceptions of their participation in the play. I have approached my questions through previous research and theses which turns to play and Preschool teachers' involvement. The result of my study shows that Preschool teachers see differently on their active participation, but they think that active participation is essential for the development of the play and that by being involved in the play in different ways will create interaction and interactivity. The result also shows that Preschool teachers find great joy in participating in the play, and also that many relationships will be established by participation in the play..

In the previous curriculum for the preschool Lpfö 98, the educational responsibility was documented belonging to all the team members. On the 1st of July 2011 a new curriculum was introduced to the preschool, Lpfö 98/10, where it is documented that the educational responsibility now belongs to the Preschool teachers. According to curriculum experts at the Swedish school board this educational responsibility is not new, just a clarification of the preschool teacher?s educational responsibility.This study is a qualitative study and the purpose was to interview the Preschool teachers about their thoughts concerning their educational responsibility. The purpose was also to examine if their educational responsibility has affected their role in the team at the preschool and if they believe that this has any significance for their profession.My result of the study shows that the educational responsibility of the Preschool teachers now has been clarified and that they should take a leading role in the team towards the goals that are set for the preschool.

The purpose of my study is to examine how four Preschool teachers go about using the term play in children's early mathematical development. In order to fulfill the purpose of this study, I have the following questions:How the Preschool teachers visualize mathematics in children?s play?What reflections have the Preschool teachers about the importance of play for children's mathematical learning in preschool?How do the Preschool teachers see on their own role in the children's play?In this study, I have conducted a semi-structured qualitative interviews based on the interviews with four Preschool teachers from various departments in a preschool. I have also conducted some observations to complete my study. Whereas in my analysis of the researched material, I have used Vygotsky's theory.The survey shows that the Preschool teachers are aware of the use of mathematical language and concepts in children?s different activities which were conducted daily in the preschool.

Through a sociocultural perspectivethe purpose of this study is to investigate how Preschool teachers look at quality development in preschool and how they perceive their participation in this development.I have used a qualitative method based on five interviews with Preschool teachers from three different parts of Sweden. I used an interview guide with open questions. The interview answers were categorized in themes based on the responses which were most frequent. In the result I have been using an analysis based on these themes. The result showed that the Preschool teachers consider that the leadership style affects their work.

The aim of this study is to contribute knowledge about how Preschool teachers reason around their role in the work with children being maltreated. The study has been based on the following questions: How do the Preschool teachers identify children being maltreated ? How do the Preschool teachers act after they have identified a child thats being maltreated? What difficulties experienced Preschool teachers based on their professional roles related to child maltreatment? The method used in the study is a focus group interview, which is a kind of informal group discussion. The result shows that there are difficulties in the preschool regarding the work with children being maltreated. Some of the difficulties that the Preschool teachers raised was the contact with the guardians, society?s negative perception of the social services, that all the notifications must go through the pre-school manager and that they don?t have so much experience of notifications. .

The purpose of this study is to create an understanding of how parents and Preschool teachers experience induction at preschool. The induction creates collaboration between Preschool teachers and parents where the interaction and socio-cultural factors have been key theories for the work task.The method used has been of qualitative nature where interviews were made with parents and Preschool teachers. In these interviews, they shared their insights of how they experienced the interaction and communication during induction. I asked the parents what they felt was good communication and interaction during the induction. The same question was given to Preschool teachers to respond to and also if there was something that worked less good during induction.The results show that parents and Preschool teachers feel that induction works well satisfactory and that it is important that the interaction work well between both parts.